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Lesson 1.8
Addition to 10
Common Core Standard CC.1.OA.6
Add and subtract within 20, demonstrating fluency for addition and
subtraction within 10. Use strategies such as counting on; making 10
(e.g., 8 1 6 5 8 1 2 1 4 = 10 1 4 5 14); decomposing a number
leading to a ten (e.g., 13 2 4 5 13 2 3 2 1 5 10 2 1 5 9); using
the relationship between addition and subtraction (e.g., knowing
that 8 1 4 5 12, one knows 12 2 8 5 4); and creating equivalent
but easier or known sums (e.g., adding 6 1 7 by creating the known
equivalent 6 1 6 1 1 5 12 1 1 5 13).
Lesson Objective Build fluency for addition
Possible answer: I can write the addends in the top two
boxes and the sum below the line.
within 10.
Essential Question Why are some addition facts
easy to add?
1 ENGAGE
I know that I can change the order of the addends and
get the same sum.
c
GO
iTools
Online
Listen and Draw
Materials crayons
© Houghton Mifflin Harcourt Publishing Company
• How do you show the equal sign when you
add down? I show it with the line above the sum.
• Does the symbol for addition change if you
show the addends going across or up and
down? No, the plus sign is used for addition problems
whether the addends go across or up and down.
Access Prior Knowledge Ask children
questions like the following one. Then have
them come to the board to show examples.
Discuss their responses.
• If you know 4 1 3 5 7, what other fact do
you know? Explain. Possible answer: 3 1 4 5 7;
2 TEACH and TALK
they drew so that the point is sufficiently
emphasized.
• What are the two addends for this
problem? 2 and 4
• Write a number sentence to tell what
happens in this problem. What addition
sentence shows adding across? 2 1 4 5 6
• How can you write the same addition
problem in a way that goes up and down?
Read the following problem aloud.
There are 2 children in line for the slide.
4 more children get in line. How many children
are in line for the slide?
Have children draw a picture showing this
problem in the top workspace of their page.
Before completing the vertical and horizontal
addition facts, ask children the following
questions.
• What did you draw for the picture? Possible
Now read the following story aloud. Have
children draw a picture in the bottom
workspace and complete the addition
sentence two ways.
Christy has 3 stickers. Mike gives her 2 more
stickers. How many stickers does Christy have
now?
• Do you have to draw stickers when you
draw the problem, or can you draw
something like circles or squares? I can draw
anything to stand for the addends in the story.
Use Math Talk to focus on children’s
understanding of adding in different ways.
• Look at the problem about Christy’s
stickers. What are the addends in the
number sentence that goes across? 3 and 2
• What are the addends in the number
sentence that goes up and down? 3 and 2
Emphasize that when the same numbers
are added, they will get the same sum. The
way the addends are written in the number
sentence does not change the sum.
answers: 2 circles and 4 circles; a slide with 2 children
and 4 more children in line; 2 red lines and 4 blue lines.
Point out that children can feel free to use
anything they want to represent the parts
of the problem. Be sure that children hear
each others’ answers to the question of what
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Lesson 1.8
Name
Addition to 10
COMMON CORE STANDARD CC.1.OA.6
Essential Question Why are some addition facts
easy to add?
Add and subtract within 20.
Draw a picture to show the problem. Check children’s drawings.
Then write the addends and the sum in two ways.
2 1 4 5 6
—
—
—
3 1 2 5 5
—
—
© Houghton Mifflin Harcourt Publishing Company
—
2
B
4
1B
6
B
_
3
B
2
1B
5
B
_
Math Talk: Possible answer: The same
numbers are being added each way,
so the sum is the same.
FOR THE TEACHER • Read the following for
the top of the page. There are 2 children in line
for the slide. 4 more children get in line. How
many children are in line for the slide? Read the
following for the bottom of the page. Christy
has 3 stickers. Mike gives her 2 more stickers.
How many stickers does Christy have now?
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Why is the sum
the same when you
add across or down?
MATHEMATICAL
Explain.
PRACTICES
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Model and Draw
MATHEMATICAL
PRACTICES
Work through the model and the pictures
with children
• What does the picture of butterflies show?
It shows 2 butterflies on a branch and 2 more
butterflies flying to the branch.
• What addition problem can you write for
this picture? 2 1 2 5 4
• What does the picture of the plants show?
It shows a row of 4 plants in purple pots and a row of
3 plants in blue pots.
3 PRACTICE
Share and Show •
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Quick Check
Quick Check
If
3
2
31
2
1
Rt I
R
Rt I
a child misses Exercises 3 and 4
If
Then
Differentiate Instruction with
• RtI Tier 1 Activity, p. 41B
• Reteach 1.8
Soar to Success Math 10.11, 10.12
COMMON ERRORS
COMMON ERRORS
Guided Practice
Error Children may miscount the number of
objects in each picture.
Example For Exercise 1, children record the
addends as 4 and 3.
Springboard to Learning Have children
identify the two groups of flowers. Then
have children count the first group by drawing an X over each flower as they count it.
Have children write the number of flowers in
the first box. Have children repeat the process for he second group of flowers, writing
the number in the second box. Have children
count their Xs to check their sum.
© Houghton Mifflin Harcourt Publishing Company
In Exercises 1–4, children use the pictures to
write addition problems.
Exercises 3 and 4 may be used for Quick Check.
Have children use MathBoards to show the
solutions.
Children will likely write the larger addend in
the boxes first because the pictures are drawn
in a way that would encourage them to draw
the larger number first. However, if children
write the smaller number in the top addend
box, accept children’s answers as long as their
addition is correct.
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Model and Draw
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Model and Draw
Write the addition problem.
4
B
3
1B
7
B
2
B
2
1B
4
B
_
_
Share and Show
Write the addition problem.
5
B
3
1B
8
B
2.
_
_
3.
5
B
1
1B
6
B
_
42
3
B
2
1B
5
B
4.
8
B
2
1B
10
B
© Houghton Mifflin Harcourt Publishing Company
1.
_
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c
On Your Own • Independent Practice
If children answered Exercises 3 and 4
correctly, assign Exercises 5–23.
Encourage children to work independently,
but offer guidance if necessary.
Tell children that when they are adding two
numbers, they should start with the first one
and then add the second to find the sum.
• What is the word used for the numbers you
are adding? addends
• What is the word used for the number you
get as an answer? sum
• Look at Exercise 5. Would you get the same
sum if the addends were written across?
Yes; the answer would still be 3.
Go Deeper
MATHEMATICAL
PRACTICES
To extend their thinking, have children look
back at Exercises 5–22 and determine whether
each answer is reasonable. For each situation
below, have children explain how they would
know that their answer is wrong.
• You got a sum of 10 for Exercise 6? The sum
should be smaller than 10 because you are adding only
two 2s. 10 seems too big.
• You got a sum of 4 for Exercise 7? When adding 0, the sum should be the number added to zero, so
it should be 3.
• You got a sum of 8 for Exercise 10? The sum
should be the number just after 8 because you are
adding 1. 8 is not the right answers because you are
starting with 8 and adding one more to it.
Explain Exercise 23 requires children to
analyze the addition problem and identify
the error. Evaluating answers helps children
develop the skill of recognizing when an
answer is reasonable. Then children use their
knowledge of an experience with addition to
explain how Sam could find the correct sum.
© Houghton Mifflin Harcourt Publishing Company
Explain that to answer Exercise 23, children
can write their answer on paper, or they can
state it orally. They may even draw a picture
to show how Sam could find the sum.
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Name
On Your Own
Write the sum.
5.
1
1
2
_
6.
0
1
4
_
12.
1
1
6
_
2
1
5
_
18.
7
4
1
6
_
10
0
1
3
_
8.
13.
4
1
4
_
14.
7
1
3
_
20.
23. Explain Sam showed how he
© Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company
9
1
1
_
6
1
2
_
8
10
added 4 1 2. Tell how Sam
could find the correct sum.
9.
4
1
2
_
10.
8
1
1
_
9
6
15.
10
8
19.
1
1
1
_
2
3
7
4
17.
7.
4
3
11.
2
1
2
_
6
1
3
_
16.
4
1
3
_
9
21.
3
1
3
_
7
22.
3
1
5
_
8
6
4
1
2
_
7
Possible answer: Sam could use cubes to show 4 plus 2. Then he can
count the cubes to find the sum of 6.
Chapter 1 • Lesson 8
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Problem Solving
MATHEMATICAL
PRACTICES
For Exercise 24, children find each sum and
color the picture according to the sums.
Problem
Exercise 25 requires children to use higher
order thinking skills. The word or is inclusive
of the yellow and purple flowers. So, have
children add the numbers of purple and
yellow flowers they colored in Exercise 24.
• In Exercise 24, what was the sum for
flowers that you colored yellow? 7
• What was the sum for flowers that you
colored purple? 9
Make sure that children do not use the
numbers 7 and 9 as addends. Remind them
that they should count the number of flowers
with the sums of 7 and 9—the flowers that
they colored yellow or purple.
• In Exercise 25, should you add or subtract?
DO NOT
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4 SUMMARIZE
MATHEMATICAL
PRACTICES
Essential Question
Why are some addition facts easy to add?
Possible answer: when addition facts have 0 as an addend,
I know the sum is the other number. If I know the sum of
one addition fact and I see another addition fact with the
same addends in a different order, I know the sums are
the same.
Math Journal
Explain how knowing 1 1 7 helps you find
the sum for 7 1 1.
add
• What symbol goes in the second circle?
equal sign
Test Prep Coach
© Houghton Mifflin Harcourt Publishing Company
Test Prep Coach helps teachers to identify
common errors that children can make.
In Exercise 26, if children selected:
• 1, they subtracted.
• 10 or 11, they added incorrectly.
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MATHEMATICAL
PRACTICES
Model • Reason • Make Sense
PROBLEM SOLVING
24. Add. Write the sum. Use the sum
KEY
7
8
9
10
and the key to color the flower.
pink
10
3 1 7 5—
purple
4
1
5
_
10
6 1 4 5—
pink
7
5 1 2 5—
red
8
7 1 1 5—
2 red
1
6
_
8
PINK
yellow
9
10
8
3 1 5 5—
yellow
7
1
0
_
7
yellow
7
3 1 4 5—
How many flowers are yellow or purple?
3
—
C
1
3
—
C
5
6
—
Test Prep What is the sum?
1
9
10
11
© Houghton Mifflin Harcourt Publishing Company
25.
26.
5
15
_
red
9
2
17
_
pink
9
0195—
purple
purple
5
1
4
_
TAKE HOME ACTIVITY • Write addition sentences to add across. Then write
addition sentences to add down. Have your child find the sum for each.
44
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FOR MORE PRACTICE:
Standards Practice Book, pp. P17–P18
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Lesson 1.2
Model Adding To
Common Core Standard CC.1.OA.1
Use addition and subtraction within 20 to solve word problems
involving situations of adding to, taking from, putting together,
taking apart, and comparing, with unknowns in all positions e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
Also CC.1.OA.7
Lesson Objective Use concrete objects to solve
“adding to” addition problems.
Essential Question How do you model adding to
a group?
Vocabulary addition sentence, is equal to 5,
plus 1, sum
1 ENGAGE
GO
iTools
Online
Materials iTools: Counters
Access Prior Knowledge Invite children to use
i Tools to explore adding two numbers. Have
them model the following addition story.
Eric has 3 marbles. He gets 2 more marbles.
How many marbles does he have?
Guide children to click on the marble to
select it and then click on the workmat 3
times to place 3 marbles on it. Have children
place the pointer on the marble to select a
different color and click on the lower part of
the workmat to place 2 more marbles. Finally,
have them click the Line Up button to line up
the counters on the screen and then count to
find the total of 5 marbles.
2 TEACH and TALK GO
© Houghton Mifflin Harcourt Publishing Company
Online
Listen and Draw
• How many children are there to start
with? 6
• How many children join them? 2
• What does each connecting cube stand for?
Each cube stands for 1 child.
• How can you use connecting cubes to
model the problem? Possible answer: I can build a
cube train with 6 cubes and another cube train with
2 cubes.
• How many children are on the playground? 8
• Why might you want to use connecting
cubes of different colors? Each color of connecting cubes can be used to stand for a different group.
One color stands for the 6 children we start with. The
other color stands for the children who join them.
In addition to using connecting cubes, make
children aware that they could also solve the
problem by drawing a picture. Have them
draw 6 children and circle it. Then have them
add 2 more children and circle that to keep
it separate from the original 6. Ask them to
count the total number of children they drew.
Some children may be able to solve the
problem without using counting cubes,
drawing a picture, or using other types of
manipulatives. Stress that even if they can
get the answer quickly, it is important to
know how to show their work as they solve
problems.
Use Math Talk to focus on how manipulatives
can be used to show one group of objects
added to another. Ask volunteers to tell
how they solved the problem. Encourage
children to discuss why they would use the
Animated manipulatives to solve a problem. Ask:
Math Models
• What other manipulatives can be used to
model a problem besides counting cubes?
Materials connecting cubes
Read the following problem aloud as
children listen attentively. Have children use
connecting cubes to model the problem and
draw on the page to show their work.
There are 6 children on the playground. 2
more children join them. How many children
are on the playground?
Possible answer: counters, coins, paper clips, drawings.
• Why do you think we use counting cubes in
this lesson? Possible answer: They are easy to stick
together in a line; They are easy to line up in order and
count.
• Why do we have two groups of cubes
when we solve a problem? The first group
stands for the first number in the addition problem. The
second group stands for the second number in the
addition problem.
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HANDS ON
Name
Lesson 1.2
Model Adding To
Essential Question How do you model adding
to a group?
COMMON CORE STANDARD CC.1.OA.1
Represent and solve problems involving
addition and subtraction.
Use to show adding to.
Draw to show your work.
© Houghton Mifflin Harcourt Publishing Company
Children should show six connected cubes
in one group and two connected cubes in
another group.
Math Talk: Possible answer: I made one group of
six cubes. I made another group of two cubes.
I added the 2 and 6 to find 8 children in all.
FOR THE TEACHER • Read the following
problem. Have children use connecting cubes to
model the problem and draw to show their work.
There are 6 children on the playground. 2 more
children join them. How many children are on
the playground?
Chapter 1
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Explain how you
use cubes to find
how many in all.
MATHEMATICAL
PRACTICES
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Model and Draw
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MATHEMATICAL
PRACTICES
Quick Check
Quick Check
Work through the model and the pictures.
• What do the cubes stand for in the model?
Five cubes stand for 5 turtles and 2 cubes stand for
2 more turtles.
• How does the model show adding to a
group? Possible answer: I show 5 cubes, and then
I add 2 cubes to them.
• How can you prove you added more to a
group? Possible answer: When I counted, I got more
2
31
2
1
Rt I
R
Rt I
a child misses Exercises 3 and 4
If
Then
Differentiate Instruction with
• RtI Tier 1 Activity, p. 17B
• Reteach 1.2
Soar to Success Math 10.03, 10.09
COMMON ERRORS
than I started with.
MATHEMATICAL PRACTICES
If
3
Describe what addition is.
3 PRACTICE
Share and Show •
COMMON ERRORS
Error When using manipulatives, children
Guided Practice
In Exercises 1–4, children use connecting cubes
to show adding to.
• Could 2 be a possible answer for Exercise
1? Explain. No. You start with 3 and add to it. The
answer must be more than 3, and 2 is not more than 3.
Example For Exercise 2, children count the
2 cubes and 3 more cubes and get 6 in all.
Springboard to Learning Have children move
each cube off to the side as they count it to
make sure they count each cube only once.
© Houghton Mifflin Harcourt Publishing Company
Encourage children to volunteer to share
with a partner the way they solved one of
the problems. Ask them to talk through the
problem by indicating which number and
cubes they started with, what the counting
cubes stand for, and what they did to add on
the second number and get the final answer.
Exercises 3 and 4 may be used for Quick Check.
Children should use MathBoards to show their
solutions to these problems.
may count a cube more than once to find
the sum.
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Model and Draw
5 turtles
5
and
1
plus
2 more turtles
2
5
is equal to
7
—
sum
5 1 2 5 7 is an addition sentence.
Share and Show
4
3115—
3. 4 bugs and 4 more bugs
8
4145—
18
2. 2 birds and 3 more birds
5
2135—
4. 4 fish and 2 more fish
6
4125—
© Houghton Mifflin Harcourt Publishing Company
Use to show adding to.
Draw the . Write the sum.
1. 3 cats and 1 more cat
eighteen
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On Your Own •
Independent Practice
Encourage children to answer Exercises 5–8 on
their own, but offer guidance if needed. Start
by asking:
• How many _______? How many more
_______? Draw each group.
This line of questioning will fit any of the
problems, whether they be about dogs, bees,
frogs, or ants. Tell children that their drawings
of counting cubes do not need to be perfect.
They simply need to keep track of each cube
so they can count it to get the final answer.
Remind them to keep the drawings of the two
groups of counting cubes separate from each
other.
• Did Corey draw the correct number of
connecting cubes for the second group? no
• How many did Corey draw in the second
group? 7
• How many should Corey have drawn in the
second group? 8
• What must you do to correct Corey’s
picture? Draw one more cube to the second group.
Have children draw the last cube to show 8
and write the sum.
Go Deeper
MATHEMATICAL
PRACTICES
To extend their thinking, have children draw a
picture illustrating their own addition stories.
Have children take turns displaying their
picture and telling the story while the rest
of the class uses cubes or counters to model
the problem. Alternatively, children may draw
on their MathBoards to show addition and
display their solution to the class.
• How does your problem show addition?
Possible answer: It shows addition because you have
some cubes and then you add more cubes to the ones
you have. “Adding to” means addition.
© Houghton Mifflin Harcourt Publishing Company
Problem Exercise 9 requires
children to use higher order thinking skills
as they decide how Corey can fix his picture.
Have children count the number of cubes
Corey drew and compare each group to the
addends in the number sentence.
• What number sentence did Corey try to
draw? 2 1 8 5 ____
• Did he draw connecting cubes to show the
first group correctly? yes
• How many cubes are in the first group? 2
DO NOT
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Name
On Your Own
Use to show adding to.
Draw the . Write the sum.
5. 5 dogs and 4 more dogs
6. 4 bees and 3 more bees
9
5145—
7. 4 frogs and 1 more frog
7
4135—
8. 3 ants and 5 more ants
8
3155—
5
4115—
© Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company
9.
Corey drew cubes to show
adding to. Draw to show how Corey
should fix his picture. Write the sum.
10
2185—
Chapter 1 • Lesson 2
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Problem Solving
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MATHEMATICAL
PRACTICES
Have children read Exercise 10. Ask them to
describe how they will solve the problem.
Unlock the Problem In Exercises 10–12, have
children solve each addition sentence using
the pictures.
Test Prep Coach helps teachers to identify
common errors that children can make.
In Exercise 14, if children selected:
• 1, they subtracted instead of adding.
• 6 or 8, they added incorrectly.
4 SUMMARIZE
MATHEMATICAL
PRACTICES
Essential Question
How do you model adding to a group? Possible
answer: I can use cubes to show the number I start with.
Then I can add more cubes to show the number being
added.
Math Journal
Use cubes to show how to add 1 turtle to
5 turtles. Draw the cubes.
© Houghton Mifflin Harcourt Publishing Company
Problem Exercise 13 requires
children to use higher order thinking skills.
Guide children to analyze teach picture and
decide if it shows the addition fact. The problem requires a higher order thinking because
children are analyzing several pictures and
comparing each one to the addition sentence.
Break down the problem into manageable
steps for children by asking specific questions
about each picture.
• What addition sentence does the first
picture show? 2 + 1 = 3
• What addition sentence does the second
picture show? 2 + 3 = 5
• What addition sentence does the third
picture show? 3 + 1 = 4
Tell children that the first group of rabbits
stands for the first number in the addition
sentence. The second group of rabbits stands
for the second number in the addition
sentence. The total number of rabbits in both
groups stands for the answer of the addition
sentence.
Test Prep Coach
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Model • Reason • Make Sense
MATHEMATICAL
PRACTICES
PROBLEM SOLVING
Use the picture to help you complete
the addition sentences. Write the sum.
Order of addends may vary.
3
10. —
2
1 —
5
5 —
in all
3
11. —
1
1 —
4
5 —
in all
3
1 —
6
5 —
in all
12.
3
—
Circle the picture that shows 3 1 1 5 4.
13.
Test Prep What is the sum of 4 and 3?
14.
1
6
7
8
l
l
l
l
TAKE HOME ACTIVITY • Put 3 pennies in one group and 2 pennies in another
group. Have your child write an addition sentence to tell about the pennies.
Repeat for other combinations of pennies with sums of up to 10.
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FOR EXTRA PRACTICE:
Standards Practice Book, p. P19
FOR MORE PRACTICE:
Standards Practice Book, pp. P5–P6
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Lesson 1.4
Problem Solving • Model Addition
• What do you need to find out? how many
Common Core Standard CC.1.OA.1
• What information do you need to use to
solve the problem? 4 red flowers and 2 more
Use addition and subtraction within 20 to solve word problems
involving situations of adding to, taking from, putting together,
taking apart, and comparing, with unknowns in all positions e.g.,
by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
Lesson Objective Solve adding to and putting
together situations using the strategy make a model.
Essential Question How do you solve addition
problems by making a model?
1 ENGAGE
GO
iTools
Online
Access Prior Knowledge Use i Tools to add
two numbers. Have children model the
addition problem.
Rex has 4 apples. He buys 3 more apples. How
many apples does Rex have?
Guide children to click on the down arrow
next to the counters until they see the apples.
Have them choose the apple. Have children
place 4 apples on the top part of the workmat
and 3 apples on the bottom part of the
workmat. Click the Add button and count to
find 7 apples in all.
2 TEACH and TALK
© Houghton Mifflin Harcourt Publishing Company
flowers
Tell children that they can use a bar model
to help them solve the problem. Explain that
the bar model on their page shows two parts.
Point to the bar model as a whole, and then
its two parts individually.
• How does the model show two parts? The
model has two boxes.
Materials iTools: Counters
c
flowers Hanna has in the vase
Unlock the Problem
Read the following problem aloud and read
it more than once if necessary so that children
understand what is being asked.
Hanna has 4 red flowers in a vase. She puts
2 more flowers in the vase. How many flowers
are in the vase?
Tell children that they already know the
two parts because the parts are given in the
problem.
• What is one part of the bar model? 4
Have children trace the dashed 4 in the model.
• What does the 4 stand for in the problem?
the number of red flowers
• What is the other part of the bar model? 2
• What does the 2 stand for in the problem?
how many more flowers were put in the vase
Have children trace the dashed 2 in the model.
Explain to children that the number below the
parts is the whole, or sum.
Point out that the part of the model with the
number 4 written in it is larger than the part
of the model with the number 2 written in it.
• Why is one part of the model larger than
the other? 4 is greater than 2, so it takes up a larger
part of the model.
• You can add the two parts of the model to
get the sum. What is the sum? 6
• So, what is 4 + 2? 6
Have children say the solution as a complete
sentence: Hanna has 6 flowers in the vase.
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Lesson X.X
PROBLEM SOLVING
Name
Lesson 1.4
Problem Solving • Model Addition
Essential Question How do you solve addition
problems by making a model?
COMMON CORE STANDARD CC.1.OA.1
Represent and solve problems involving
addition and subtraction.
Hanna has 4 red fl owers in a .
She puts 2 more fl owers in the .
How many fl owers are in the ?
How can you use a model to find out?
What do I need to find?
flowers Hanna has
What information do
I need to use?
4
2
— more fl owers
— red fl owers
Show how to solve the problem.
4
2
6
4125—
© Houghton Mifflin Harcourt Publishing Company
6
HOME CONNECTION • Your child can model the concepts of
adding to and putting together. He or she used a bar model to
show the problems and solve.
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Try Another Problem
MATHEMATICAL
PRACTICES
Read the first problem with children. This
problem is an Add to/Result Unknown
problem. Ask the following questions to guide
children in the solution process.
• What do you need to find? the number of dogs
in the park
• What information do you know? There are
7 dogs in the park. One more dog joins them.
Direct children’s attention to the bar model.
• The model shows parts and the whole.
You know one part, 7. You know another
part, 1. What do you need to find? the whole,
or sum
• How can you find the whole? I can add the
parts.
Guide children through Exercise 2, an Add
to/Start Unknown addition problem, and
Exercise 3, an Add to/Change Unknown
problem.
Use Math Talk to focus on children’s
understanding of using models to solve an
addition problem.
Explain that when we use a model, we can
see the problem visually. If some children
have trouble using bar models to help them
visualize a problem, discuss the benefit
of using other kinds of models, such as
connecting cubes or drawing pictures.
• Why is it easier to solve a problem with a
model than without a model? The model helps
me to see each part of the addition problem. I can see
each part separately, and I can see them added
together.
• What does the model in Exercise 1 show? It
shows the number of dogs in the park at first, and the
number that joined.
© Houghton Mifflin Harcourt Publishing Company
• Seven plus one is what number? 8
• So how many dogs are in the park now? 8
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Try Another Problem
• What do I need
to find?
• What information
do I need to use?
Read the problem. Use the bar model to
solve. Complete the model and the
number sentence.
1. There are 7 dogs in the park.
Then 1 more dog joins them.
How many dogs are in the
park now?
7
1
8
8
7115—
2. Some birds are sitting in the
5
tree. Four more birds sit in
the tree. Then there are
9 birds. How many birds
were in the tree before?
4
9
5 1459
—
3. There are 4 horses in the
Math Talk: Possible answer: I see each
part in the model. I add the parts to
find how many dogs there are now.
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6
4
10
6 5 10
41—
How does a
model help you
solve Exercise 1?
Explain.
MATHEMATICAL
PRACTICES
© Houghton Mifflin Harcourt Publishing Company
field. Some more horses run
to the field. Then there were
10 horses in the field. How
many horses run to the field?
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3 PRACTICE
Share and Show •
Quick Check
Guided Practice
Continue to guide children through
Exercises 4–6.
Exercises 4 and 5 may be used for Quick Check.
Problem
Point out the difference between the model
used in Exercise 6 and the other ones on the
page.
• Which part of this model is missing? the first
part
• Which part of the model was missing in
Exercises 4 and 5? the second part and the whole
Explain to children that they may have to fill
in a different part of a bar model each time
they solve a problem.
• What do you need to find out? the number of
3
2
1
Rt I
R
If
a child misses Exercises 4 and 5
Then
Differentiate Instruction with
• RtI Tier 1 Activity, p. 25B
• Reteach 1.4
4 SUMMARIZE
MATHEMATICAL
PRACTICES
Essential Question
How do you solve addition problems by
making a model? Possible answer: When I make a
model, it helps me see the parts or whole that are given.
Then I can find the other part or the whole.
ducks that were first swimming in the pond.
• Which part of this model stands for what
we need to find out? the first part
• What does the second part of the model
stand for? the number of more ducks that swim in
Math Journal
Write a problem that has two parts. Then
solve it by finding the whole.
the pond
© Houghton Mifflin Harcourt Publishing Company
Guide children to complete the bar model and
solve the problem.
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Name
• What do I need
to find?
• What information
do I need to use?
Share and Show
Read the problem. Use the bar model to solve.
Complete the model and the number sentence.
4. Luis has 12 crayons.
5 of the crayons are red.
The rest are blue. How
many crayons are blue?
7
5
12
7 5 12
51—
5. Some ducks are swimming
in a pond. 3 more ducks
swim in the pond. Then
there are 6 ducks in the
pond. How many ducks
were in the pond before?
3
3
6
3 1356
—
© Houghton Mifflin Harcourt Publishing Company
© Houghton Mifflin Harcourt Publishing Company
6. 8 bugs are flying.
2 more bugs fly with
them. How many bugs
are flying now?
8
2
10
10
8125—
TAKE HOME ACTIVITY • Have your child describe each of the
parts of a bar model using the number sentence 7 1 3 5 10.
FOR MORE PRACTICE:
Standards Practice Book, pp. P9–P10
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